Research and Data Collection

Unit: Report Writing Adventures

Lesson 2 of 3
Duration: 40 minutes
Class Size: 20 students
Age Group: 11-12 years (Sixth class)
Curriculum Framework: Irish Primary Curriculum (IE Curriculum)

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify effective research strategies appropriate for their report topics (IE Curriculum - Literacy: Oral Language / Reading / Writing [ENG 4 / ENG 6])
• Differentiate between credible and unreliable sources of information (English: Writing strand – competencies in information gathering, ENG 4)
• Collect relevant, accurate data to support the purpose of their report (English: Writing strand – composing and planning, ENG 4 / ENG 7)
• Record and organise information systematically using note-taking strategies (English: Writing strand – planning and composing texts ENG 6)

These objectives align with the IE Primary Curriculum’s emphasis on developing critical literacy skills and enabling children to engage effectively with texts and information sources.

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Resources Needed

• Student report topic list (from prior lesson)
• Printed research worksheet (with source evaluation criteria)
• Tablets or computers with internet access (or printed research material)
• Whiteboard or flipchart and markers
• Notebooks or research journals
• Sticky notes
• “Source Credibility Checklist” handout (simplified checklist including origin, author, date, relevance, bias)

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Lesson Structure

1. Introduction (5 minutes)

• Warm-up: Begin with a quick class discussion: “What do you already know about your chosen report topic? Where do you think you can find more information?”
• Revisit the purpose of research in report writing and review briefly what was done in Lesson 1 (choosing report topics).
• Introduce the term “credible sources” and why it’s important to use them to create trustworthy reports.

Curriculum links: Oral language development; engaging with ideas through talk (ENG 4)

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2. Teaching Input: Effective Research Strategies (10 minutes)

• Use the whiteboard to list and explain research sources: books, reliable websites, newspapers, interviews, surveys, videos/documentaries.
• Teach the Source Credibility Checklist criteria: Origin (who created it), Author (expertise), Date (currency), Relevance (to topic), Bias or Agenda.
• Model using a short example: compare a credible website and an unreliable blog on a simple topic.
• Explain note-taking: key ideas, paraphrasing, and recording source details (including page numbers or URLs).
• Demonstrate organising notes using headings or bullet points in their notebooks or on their worksheets.

Curriculum links: Developing strategies for accessing and selecting appropriate information (ENG 6 Writing strand)

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3. Guided Practice: Research and Data Collection (15 minutes)

• Students work individually or in pairs, using school tablets/computers or printed materials to research their chosen report topics.
• Provide the Research Worksheet which includes prompts:
  • Identify 3 credible sources relevant to your topic
  • Write 3 important facts or data from each source
  • Note the source details (author, title, date)
• Teacher circulates to support with identifying credible sources and recording information correctly. Encourage questioning: “How do you know this is a good source?”
• For topics that involve data (e.g., local sports events, school projects), students may also devise simple surveys or use observational data recorded previously.

Curriculum links: Research and data collection skills; applying literacy skills to composing reports (ENG 6, ENG 7)

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4. Sharing and Reflection (7 minutes)

• Invite 3-4 volunteers to share one interesting fact they found and explain why they think their source is credible.
• Collectively review some examples of notes on the whiteboard to highlight good practice in recording and organising research.
• Discuss briefly any challenges faced and how they overcame them or might in next session.
• Reinforce how this research will help in writing their reports next lesson.

Curriculum links: Oral language skills for discussing information; supporting peer learning (ENG 4 Oral Language)

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5. Formative Assessment and Feedback (3 minutes)

• Use quick “Exit Tickets”: each student writes down:
  • One source they found and why it is credible
  • One new thing they learned about researching
• Collect and review tickets to gauge understanding and inform planning for Lesson 3 (Report Writing).

Curriculum links: Assessment for Learning practice in IE curriculum; formative feedback to inform instruction

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Differentiation

• For students needing extra support: Provide pre-selected credible sources or printed materials.
• For advanced learners: Encourage them to find data from multiple types of sources or verify facts across different references.
• Use peer support during research time; pair stronger researchers with others who may need help.

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Extension Activity (Optional)

• Assign a short mini-project where students interview a family member or school staff about their report topic and record key information – to be shared in Lesson 3.

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Reflection for Teacher

• Did students effectively differentiate credible from unreliable sources?
• Were students able to organise their notes clearly?
• What research challenges did students encounter?
• How can technology use be optimised for next lesson?

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This lesson integrates explicit teaching of research skills with practical exploration and reflection, aligning precisely with the Irish Curriculum’s literacy outcomes, fostering independent information handling essential for successful report writing.